Resumen de Are "misconceptions" or alternative frameworks of force and motion spontaneous or formed prior to instruction?
T. Graham, J. Berry, S. Rowlands
It has often been assumed that misconceptions of force and motion are part of an alternative framework and that conceptual change takes place when that framework is challenged and replaced with the Newtonian framework. There have also been variations of this theme, such as this structure is not coherent and conceptual change does not involve the replacement of concepts, conceptions or ideas but consists of the development of scientific ideas that can exist alongside ideas of the everyday. This article argues that misconceptions (or preconceptions, intuitive ideas, synthetic models, p-prims etc.) may not be formed until the learner considers force and motion within the learning situation and reports on a classroom observation (that is replicated with similar results) that suggest misconceptions arise, not because of prior experience, but spontaneously in the attempt at making sense of the terms of the discourse. The implications are that misconceptions may not be preformed, that research ought to consider the possible spontaneity in the students� reasoning and then, if possible,attempt to discern any preformed elements or antecedents, and that we ought to reconsider what is meant by �conceptual change�. The classroom observation also suggests gravity as a particular stumbling-block for students. The implications for further research are discussed.
